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Heather Cox Richardson: Why the Founders Insisted on Separating Church and State

By dianeravitch
February 28, 2024 //
37

Heather Cox Richardson put the Alabama court decision declaring embryos to be children into historical context. The Founders did not want the nation to be controlled by theocrats. They understood the importance of separating church and state. That separation was and is important for the protection of the church from the state and for the protection of the state from the church.

She writes:

The Alabama Supreme Court on February 16, 2024, decided that cells awaiting implantation for in vitro fertilization are children and that the accidental destruction of such an embryo falls under the state’s Wrongful Death of a Minor Act. In an opinion concurring with the ruling, Chief Justice Tom Parker declared that the people of Alabama have adopted the “theologically based view of the sanctity of life” and said that “human life cannot be wrongfully destroyed without incurring the wrath of a holy God.”

Payton Armstrong of media watchdog Media Matters for America reported today that on the same day the Alabama decision came down, an interview Parker did on the program of a self-proclaimed “prophet” and Q-Anon conspiracy theorist appeared. In it, Parker claimed that “God created government” and called it “heartbreaking” that “we have let it go into the possession of others.” 

Parker referred to the “Seven Mountain Mandate,” a theory that appeared in 1975, which claims that Christians must take over the “seven mountains” of U.S. life: religion, family, education, media, entertainment, business…and government. He told his interviewer that “we’ve abandoned those Seven Mountains and they’ve been occupied by the other side.” God “is calling and equipping people to step back into these mountains right now,” he said. 

While Republicans are split on the decision about embryos after a number of hospitals have ended their popular IVF programs out of fear of prosecution, others, like Republican presidential candidate Nikki Haley agreed that “embryos, to me, are babies.” 

House speaker Mike Johnson (R-LA) identifies himself as a Christian, has argued that the United States is a Christian nation, and has called for “biblically sanctioned government.” At a retreat of Republican leaders this weekend, as the country is grappling with both the need to support Ukraine and the need to fund the government, he tried to rally the attendees with what some called a “sermon” arguing that the Republican Party needed to save the country from its lack of morality.

As Charles Blow of the New York Times put it: “If you don’t think this country is sliding toward theocracy, you’re not paying attention.”

In the United States, theocracy and authoritarianism go hand in hand. 

The framers of the Constitution quite deliberately excluded religion from the U.S. Constitution. As a young man, James Madison, the key thinker behind the Constitution, had seen his home state of Virginia arrest itinerant preachers for undermining the established church in the state. He came to believe that men had a right to the free exercise of religion. 

In 1785, in a “Memorial and Remonstrance against Religious Assessments,” he explained that what was at stake was not just religion, but also representative government itself. The establishment of one religion over others attacked a fundamental human right—an unalienable right—of conscience. If lawmakers could destroy the right of freedom of conscience, they could destroy all other unalienable rights. Those in charge of government could throw representative government out the window and make themselves tyrants.

In order to make sure men had the right of conscience, the framers added the First Amendment to the Constitution. It read: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof….” 

Madison was right to link religion and representative government. In the early years of the nation, Americans zealously guarded the wall between the two. They strictly limited the power of the federal government to reflect religion, refusing even to permit the government to stop delivery of the U.S. mails on Sunday out of concern that Jews and Christians did not share the same Sabbath, and the government could not choose one over the other. The Constitution, a congressional report noted, gave Congress no authority “to inquire and determine what part of time, or whether any has been set apart by the Almighty for religious exercises.”   

But the Civil War marked a change. As early as the 1830s, southern white enslavers relied on religious justification for their hierarchical system that rested on white supremacy. God, they argued, had made Black Americans for enslavement and women for marriage, and society must recognize those facts.

A character in an 1836 novel written by a Virginia gentleman explained to a younger man that God had given everyone a place in society. Women and Black people were at the bottom, “subordinate” to white men by design. “All women live by marriage,” he said. “It is their only duty.” Trying to make them equal was a cruelty. “For my part,” the older man said, “I am well pleased with the established order of the universe. I see…subordination everywhere. And when I find the subordinate content…and recognizing his place…as that to which he properly belongs, I am content to leave him there.” 

The Confederacy rejected the idea of popular government, maintaining instead that a few Americans should make the rules for the majority. As historian Gaines Foster explained in his 2002 book Moral Reconstruction, which explores the nineteenth-century relationship between government and morality, it was the Confederacy, not the U.S. government, that sought to align the state with God. A nation was more than the “aggregation of individuals,” one Presbyterian minister preached, it was “a sort of person before God,” and the government must purge that nation of sins.

Confederates not only invoked “the favor and guidance of Almighty God” in their Constitution, they established as their motto “Deo vindice,” or “God will vindicate.”

The United States, in contrast, was recentering democracy during the war, and it rejected the alignment of the federal government with a religious vision. When reformers in the United States tried to change the preamble of the U.S. Constitution to read, “We, the people of the United States, humbly acknowledging Almighty God as the sources of all authority and power in civil government, the Lord Jesus Christ, as the Ruler among nations, and His revealed will as of supreme authority, in order to constitute a Christian government, and in order to form a more perfect union,” the House Committee on the Judiciary concluded that “the Constitution of the United States does not recognize a Supreme Being.” 

That defense of democracy—the will of the majority—continued to hold religious extremists at bay. 

Reformers continued to try to add a Christian amendment to the Constitution, Foster explains, and in March 1896 once again got so far as the House Committee on the Judiciary. One reformer stressed that turning the Constitution into a Christian document would provide a source of authority for the government that, he implied, it lacked when it simply relied on a voting majority. A religious amendment “asks the Bible to decide moral issues in political life; not all moral questions, but simply those that have become political questions.” 

Opponents recognized this attempt as a revolutionary attack that would dissolve the separation of church and state, and hand power to a religious minority. One reformer said that Congress had no right to enact laws that were not in “harmony with the justice of God” and that the voice of the people should prevail only when it was “right.” Congressmen then asked who would decide what was right, and what would happen if the majority was wrong. Would the Supreme Court turn into an interpreter of the Bible?

The committee set the proposal aside. 

Now, once again, we are watching a minority trying to impose its will on the majority, with leaders like House speaker Johnson noting that “I try to do every day what my constituents want. But sometimes what your constituents want does not line up with the principles God gave us for government. And you have to have conviction enough to stand [up] to your own people….”

Categories Democracy, Extremism, Freedom, History, Minneapolis, Religion, Separation of church and state

Rob Levine: How the Minneapolis Foundation Is Destroying the City’s Public Schools

By dianeravitch
April 12, 2022 //
20

Rob Levine is a photographer and public school advocate in Minneapolis. In this post, he describes the role of the Minneapolis Foundation in funding a vast expansion of charter schools, which are overwhelmingly non-union. The Minneapolis Foundation has been a fixture in civic life since 1915, funding good works that benefit the entire city. The foundation currently dispenses $125 million.

Levine writes:

So when and why, exactly, did the Minneapolis Foundation start trying to kill the Minneapolis Public Schools?  

For a dozen years the foundation and its philanthropic allies have focused their money and influence on creating a public school system based on free-market “choice.” The reasons for this are twofold. First, the foundation weakens one of the last unionized sectors in the country, public school teachers; in this case, the same ones who are currently striking for higher wages, smaller class sizes, and increased mental health support. Second, it exposes the billions Minnesota spends annually on public education to private-sector profiteers. 

To achieve those goals, the foundation would first flood the city with continuously opening and closing charter schools. Then they would lead a movement to create and fund a raft of dodgy nonprofits to vilify teachers.

Charter Schools: A Minnesota-born Experiment 

In fact, if not for the Minneapolis Foundation, there would be no such thing as charter schools. According to Zero Chance of Passage, a book on the start of charter schools by former Minnesota State Senator Ember Reichgott Junge, author of the nation’s first charter school law, they were dreamed up at a gathering thrown by the foundation in 1988 at Madden’s Resort in central Minnesota. The posh conference was attended by a “distinguished group of business, education, and civic leaders from around the Twin Cities,” Junge writes. 

Although charters today look little like those envisioned by the original proposals, the ideology of the movement still governs: Public schools have to compete for public dollars. Today, of the 180 operating charter schools in the state, five have unionized faculty.

At the time of their creation, many promises were made about the charter school experiment. At first they were to be lab schools, nontraditional learning centers where new education models are tested. Then, proponents said their presence was supposed to make regular public schools better. Then they turned into, essentially, a full-fledged second public school system. The results of the experiment show that charter schools do not get better results on standardized tests, they increase segregation, they put regular public school districts under permanent financial and enrollment pressure, and they have grown a cadre of schools with no teachers’ unions. 

Oh, and they fail a lot. By 2008, 16 years after the first charter school in the nation opened in St. Paul, charter schools had yet to gain a significant foothold in the state, and many had already closed for various, predictable problems, such as self-dealing, lack of adequate curriculum, various financial improprieties, and even lack of a building. The classroom environment amounted to “total bedlam,” one student said in a 2005 City Pages story. 

In a system predicated as a market, there was no market. In response, the Walton Family Foundation (the Walmart heirs) began funding in 2010, with a lot of help from local foundations, an organization called Charter School Partners, which would funnel the Waltons’ money into charter school startup grants to local entrepreneurs. For charter schools, startup is everything, because, once up and running, the state pretty much pays the bills…

In 2017, one year after [former mayor] Rybak took charge of the Minneapolis Foundation, there were already more than 14,000 students in charter schools in the city, and the district itself enrolled about 35,000 students. If you plan to create 30,000 new charter school seats in a district that enrolls 35,000 students you clearly intend to destroy that district.

Please open the link and read about the allies and money combined to eliminate public schools in Minneapolis.

Categories Accountability, Charter Schools, Education Industry, Minneapolis, Privatization

Eric Blanc Reports on the Minneapolis Teachers’ Strike

By dianeravitch
March 10, 2022 //
6

Eric Blanc wrote a book about the teachers’ strikes titled Red State Revolt: The Teachers’ Strike Wave and Working-Class Politics.

He is in Minneapolis now covering the teachers’ strike that started last Tuesday.

He writes in The Nation:

Thousands of educators are on strike in Minneapolis, two years into a pandemic that has pushed public education to a breaking point across the country. With the future of education in unprecedented limbo, the stakes are high—and not just in the Twin Cities.

Public schools were in crisis well before Covid-19. Especially in predominantly non-white, working-class school districts like Minneapolis, decades of underfunding, privatization, high-stakes testing, and low educator pay made it increasingly difficult for teachers and support staff to provide the education their students deserve.

In the Twin Cities and beyond, the past two years have reversed Red for Ed’s political momentum and exacerbated structural stressors and inequities, resulting in increased educator outflows from the profession and increased familyoutflows from public schools. By late 2021, a quarter of teachers, and almost half of Black teachers, indicated in national surveys that they were considering leaving their jobs. Over the past 18 months, Minneapolis Public Schools have lost over 640 teachers and support professionals.

Schools have lacked basic resources necessary to address students’ mental distress in the face of pandemic conditions, the police murder of George Floyd, and subsequent social unrest. In line with a growing trend of progressive unions to “bargain for the common good,” one of the Minneapolis strike’s major demands is for every school to be provided with a social worker and counselor every day, as well as increased hiring of school psychologists. “As educators, we have been saying ‘What about the kids?’ for decades,” explains Greta Callahan, president of the teachers’ chapter of the Minneapolis Federation of Teachers. “And right now we’re at a place where we can no longer allow students to pay for the mistakes made by those at the top.”

Shortages of support staff, substitutes, and teachers in Minneapolis and St. Paul have deepened the difficulties of those educators who remain. This is especially the case for educational support professionals (ESPs), half of whom are people of color. “If we’re going to talk about racial justice, we have to talk about how we treat everybody in our system,” explains Shaun Laden, president of the educational support professionals’ chapter of Minneapolis Federation of Teachers. “The district doesn’t treat our members of color and our hourly workers with the dignity and respect that they deserve.” Faced with increased work burdens and a less-than-living wage—many ESPs make as low as $24,000 a year—it is not surprising that Sahan Journal found a 22 percent vacancy rate for Minneapolis ESPs, with many choosing instead to work at McDonalds or as FedEx delivery drivers. Unions are demanding that the starting pay for 90 percent of ESPs be bumped up to $35,000.

Of course, teachers are striking for higher pay but much more is involved. Open the link and read on.

Categories Minneapolis, Teachers, Unions

Minneapolis: Union Plans Strike on Tuesday

By dianeravitch
March 7, 2022 //
9


For Immediate Release
March 7, 2022

Contact:
Natasha Dockter
Minneapolis Federation of Teachers and
Education Support Professionals
natasha.dockter@gmail.com
651-387-5681


Minneapolis educators to strike Tuesday for safe and stable schools

MINNEAPOLIS, March 7, 2022 – The educators of the Minneapolis Federation of Teachers and Education Support Professionals will go on strike Tuesday for the safe and stable schools students deserve. Despite days in public bargaining and mediations, including more than 65 hours in the last week, the district continues to refuse to work with MFT to create systemic change and remains entrenched in the unacceptable status quo. 
 
President Greta Callahan of the MFT teachers chapter, President Shaun Laden of the MFT ESP chapter and the presidents of Education Minnesota, the American Federation of Teachers and the National Education Association will attend a news conference at 7:30 a.m. Tuesdayoutside Justice Page Middle School, 1W. 49th S., Minneapolis.
 
The members of the MFT will begin picketing outside their schools and other worksites at 7:30 a.m. Tuesday. The membership will come together for a large rally at 12:15 p.m. at the Minneapolis Public Schools Nutrition Center, 812 Plymouth Avenue North, Minneapolis, before marching approximately 1 mile to the MPS Davis Center, 1250 W Broadway Ave, Minneapolis.
 
Logistics:
Picketing begins at schools and other worksites at 7:30 a.m. Tuesday
News conference with MFT presidents and state and national presidents 7:30 a.m. Tuesday at Justice Page Middle School, 1W. 49th S., Minneapolis
Rally starting at 12:15 p.m. Tuesday at Minneapolis Public Schools Nutrition Center, 812 Plymouth Avenue North, Minneapolis
Laden said:  “This bargaining campaign started with the very simple idea that for the education support professionals who are told every day that our schools can’t run without us, one job should be enough. We’re the most racially diverse group of educators in a district with administrators who say they care about racial equity. We have been demanding that the administrators at the bargaining table put their money where their mouth is and they have refused. Now is the time for the school board to intervene and settle a deal that pays ESP a starting wage of $35,000 a year.”
 
Callahan said: “For almost two years, we’ve been trying to reach agreements around safe and stable schools for students and those closest to them, but the administration has stubbornly defended an unacceptable status quo. We are the defenders of public education and we’re not going to slow down, or give up, until we make real progress addressing the mental health crisis in our schools, reducing class sizes and caseloads so students are receiving the individualized attention they need, and increasing educator compensation so that we don’t continue to lose staff, especially educators of color, to surrounding districts and other professions.”
 
Denise Specht, president of Education Minnesota, said: “Nearly 90,000 educators across Minnesota are standing with our union family in Minneapolis because what they’re fighting for is what we’re all fighting for: Schools that will give every student the chance to pursue their dreams. The same issues are being negotiated all over the state, from living wages for ESPs, to more mental health supports for students, to managing the crushing caseload for SpEd teachers, to recruiting and retaining more teachers of color,  to creating time for educators to give their students enough individual attention. We’re in a rich state with a $9.25 billion surplus. No educator should have to fight this hard for the schools our students deserve, but if that’s what it takes, we’re with you.”
 
Becky Pringle, president of the National Education Association, said: “With over $250 million in pandemic relief funds, the time is now to invest in the safe and stable schools that Minneapolis students need now more than ever. The three million members of the National Education Association are proud to stand with our siblings in Minneapolis. The last two years have demonstrated that the status quo is not good enough. Minneapolis students and their families have weathered a pandemic, continued police violence, and an economic system that has left students, their families, and educators behind. These students deserve class sizes small enough for one-to-one attention as well as investments in mental health services and social-emotional learning.  MPS must also invest in systematic changes that improve the recruitment and retention of educators of color as well as a living wage for education support professionals. Education support professionals represent a critical workforce in our schools providing essential supports students depend on. MPS has the resources to make these investments. The question is whether they value Minneapolis students as much as their educators do.”
 
Randi Weingarten, president of the American Federation of Teachers, said: “The federal government has provided an unprecedented amount of recovery funding to school districts to address problems related to the pandemic, including student recovery, staff shortages and school safety. There is no excuse for districts to make cuts in light of this historic infusion of funds. And the economy is showing real signs of growth. Indeed, Minnesota just announced a $9.25 billion surplus.
 
“Our kids, their families and educators have been through tremendous challenges in the last two years; they have done their share to navigate the rough seas together. Educators and students should be the priorities, and districts should provide the conditions and environment they need to succeed. School districts should respect their educators and ensure that students have the programs and services they need to thrive,” Weingarten said.
 
The union’s safe and stable schools agenda includes:

  • Paying a living wage for education support professionals to stabilize this critical workforce, because students need the stability of working with one paraprofessional throughout the school year. For ESPs, this means raising the starting salary from about $24,000 a year to $35,000 through increases in hours and rate of pay.
  • Making systemic changes to improve the recruitment and retention of educators of color, which benefits all of MPS.
  • Improving student-to-mental health professional ratios because students shouldn’t have to wait weeks for an appointment with a counselor or social worker.
  • Lowering class sizes because students learn best when their classrooms aren’t overcrowded and underfunded.
  • Paying competitive salaries for licensed staff to stop the exodus of teachers from MPS. State data show the average salary of Minneapolis teachers is ranked 28 out of 46 districts in the seven-county metro area.

###

Categories Minneapolis, Unions

St. Paul: Hmong Charter School Loses $4.3 Million by Investing in Hedge Fund

By dianeravitch
September 24, 2021 //
17

The authorizer of the Hmong College Prep Academy in St. Paul, Minnesota, wants to fire the superintendent of the school after learning of big losses in the school’s funds.

A St. Paul charter school’s authorizer has placed the school on probation and recommended the board fire its superintendent after she lost $4.3 million of the school’s money investing in a hedge fund.

The authorizer, Bethel University, said Hmong College Prep Academy’s failed investment “illustrates areas of great concern related to managing finance, governance and legal compliance.”

Christianna Hang, superintendent and chief financial officer, founded the school in 2004. It’s now the state’s largest single-site charter school, with around 2,400 students in the Como neighborhood, and is building a $43 million middle school with financing facilitated by the city of St. Paul.

Hang was looking for opportunities to pay for that project when she ended up wiring $5 million to a hedge fund in 2019, in violation of the school’s policy and state law. The school is now suing the hedge fund.

Bethel’s Aug. 30 letter also cited “significant concerns” about conflicts of interest regarding the superintendent, her husband and a former school board member.

The first conflict involved Bridge Partner Group, a company owned by Hang and her husband, Paul Yang. The board in January approved a contract with the company, effectively converting Yang from the school’s chief operating officer to an independent contractor on a fully guaranteed, five-year contract worth around $190,000 a year; the board later reversed that move.

The second conflict involves Northeast Bank, which was chosen to finance $7 million of the middle school project while one of its vice presidents, Jason Helgemoe, served as vice chair on the Hmong College Prep board.

Bethel has directed the board to spend 90 days making numerous changes at the school, including dividing superintendent and chief financial officer into two separate positions and hiring a financial consultant who reports directly to the authorizer.

In addition, Bethel is “recommending” the board fire Hang and replace her with someone with no prior ties to Hmong College Prep and for the board to appoint a chairperson who is not employed by the school; the current chair is a teacher.

If you are wondering why there is a Hmong charter school, Minnesota has a long-established practice of authorizing racially and ethnically segregated schools. Defenders of the practice say the children are more comfortable going to school with children of the same background.

I remember when Southerners said the same about segregated schools in the 1950s.

When was the last time your school had millions to invest in the market?

Categories Accountability, Charter Schools, Education Industry, Ethics, Minneapolis, Scandals, Segregation

Yohuru Williams: The Words of John Lewis Inspire Creation of Coalition to Get into “Good Trouble”

By dianeravitch
September 19, 2020 //
11

Yohuru Williams is Dean of the College of Arts and Sciences at the University of St. Thomas in St.Paul, Minnesota. He is a noted scholar of Black history. And he also serves on the board of the Network for Public Education.

Dean Williams writes here about the activism for social justice in Minneapolis-St.Paul, inspired by the words of the late Congressman and civil rights icon, John Lewis.

Earlier this September, in Minneapolis and St. Paul, a brave collection of principals and assistant principals banded together to take on the issue of equity and justice in education.

Lewis’s letter, though directed at Black Lives Matter activists in particular, encourages all of us to find ways to get into “good trouble, necessary trouble,” in order to advance the goals of justice.
The members of the alliance, now 159 strong, have branded themselves the “good trouble” coalition after the mantra of the late Congressman John Lewis, who, before passing away in July, wrote a final letter that sought to inspire a passion for activism around racial injustice.

In his last months of life, Lewis lamented the dangerous and deadly state of affairs in the United States: persistent unjust police violence against African Americans, the failed governmental response to the COVID-19 pandemic, and continued efforts to erode American democratic practice at the highest levels of government.

And Lewis’s letter, though directed at Black Lives Matter activists in particular, encourages all of us to find ways to get into “good trouble, necessary trouble,” in order to advance the goals of justice—especially in tackling the most urgent issues of racial inequality, climate change, mass incarceration, economic disparities, healthcare gaps, and political division.

He also invited young people to consider how they might transform the future through studying history as a means of understanding our enduring struggles to achieve lasting peace and equality.

It is ironic that Cong. Lewis urged young people to study history as a means to “lasting peace and equality,” even as Trump demands a reactionary revision of U.S. history to glorify its “leaders” (no doubt including the Confederates who rallied to preserve white supremacy) and diminish or remove the role of African Americans in that history.

Categories Accountability, Equity, History, Justice, Minneapolis, Racism

Jan Resseger: Time to Stop Using Armed Police in Schools

By dianeravitch
June 11, 2020 //
14

Jan Resseger writes here about the decision by Minneapolis and other school districts to remove police from the schools.

She begins:

In the aftermath of the tragic police killing of George Floyd and the widespread protests of police brutality that have followed, the Schott Foundation for Public Education comments: “We want to lift up one ray of hope in this dark moment: The Minneapolis Board of Education made in important step… when it voted to sever its relationship with the Minneapolis Police Department… which until now had been the recipient of more than $1 million in education funds to put its officers in schools… The danger of police officers in schools—and their contribution to creating the school-to-prison pipeline that threatens so many children of color—is well documented and their removal has been a central demand of education justice organizations that Schott is proud to support….”

Several school districts have followed the lead of the Minneapolis Board of Education including the schools of Rochester, New York, and Portland, Oregon. It also looks as though the members of the Denver, Colorado Board of Education will vote to terminate the employment of police school resource officers, known everywhere these days as SROs.

Categories Minneapolis, Safety

St. Paul, Minnesota: Teachers Strike to Demand More Investment in Services for Their Student

By dianeravitch
March 12, 2020 //
9

(FORGIVE MY SENIOR MOMENT–BEING SO UPSET WITH THE DAY’S NEWS, I MISTAKENLY PLACED ST. PAUL IN THE WRONG STATE, WHEN I KNOW IT IS ONE OF THE TWIN CITIES OF MINNESOTA. I HAVE LEARNED TO OWN MY MISTAKES.)

The teachers of St. Paul, Minnesota, are on strike. Their number one demand is the expansion of mental health services and counseling for their students. The #Red4Ed movement continues, as teachers become first-line protectors of their students.

Teachers and support staff in Saint Paul, Minnesota, are on strike for the first time since 1946.

The union says students need more counseling and mental health support than the district and current staff can provide.

The strikers are demanding a mental health team at every school. The team would include social workers, psychologists, nurses, and behavior intervention specialists, in numbers proportional to the number of students in the school.

Despite marathon bargaining sessions over the weekend, the district made no real movement on the core issues. The union rejected the district’s last-minute offer to call off the strike and take the contract dispute to arbitration instead.

“There are so many kids with so many issues,” said middle school teacher Leah Van Dassor. “Kids are depressed because they have problems at home. They don’t have anyone to talk to.”

St. Paul Federation of Educators (SPFE) Vice President Erica Schatzlein sees a wide range of needs in her work as an elementary teacher with English language learners.

“A students that had a parent pass away, instead of acting out, becomes completely withdrawn,” she said. A newly homeless student “has a meltdown, and I have to evacuate the classroom.”

In addition to its mental health demands, the union is asking for more bilingual teacher’s aides and limits on class size for special education.

“It’s too bad that all these important social services fall on the shoulder of the schools, but they do,” said Van Dassor, who is also on the bargaining team. “We have to try to figure out a way to help.”

Categories Minneapolis, Minnesota, Students, Teachers, Unions

How a Minnesota Foundation Wasted $45 Million on a Failed Plan to Reform Teacher Education

By dianeravitch
September 21, 2019 //
26

Rob Levine, a Resistance-to-Privatization blogger in Minneapolis, reports here on the failure of the Bush Foundation’s bold “teacher effectiveness” initiative, which cost $45 million. All wasted.

The foundation set bold goals. It did not meet any of them.

Levine writes:

Ten years ago the St Paul-based Bush Foundation embarked on what was at the time its most expensive and ambitious project ever: a 10-year, $45 million effort called the Teacher Effectiveness Initiative (TEI). The advent of the TEI coincided with the implementation of a new operating model at the foundation. Beginning in 2009 it would mostly would run its own programs, focusing on three main areas: .

  • “developing courageous leaders and engaging communities in solving problems”
  • “…supporting the self-determination of Native nations”
  • “…increasing the educational achievement of all students”

Bush foundation president Peter Hutchinson told a news conference that the initiative would “increase by 50 percent the number of students in Minnesota, North Dakota and South Dakota who go to college.”

The Teacher Effectiveness Initiative was the foundation’s real-world application of its broad educational philosophy. Peter Hutchinson, the foundation’s president at the time, told a news conference announcing the plan that the initiative would “increase by 50 percent the number of students in Minnesota, North Dakota and South Dakota who go to college.” How was this miraculous achievement to be done? By “[enabling] the redesign of teacher-preparation programs” at a range of higher educational institutions where teachers are educated in the three-state area.

The foundation also said that, through “Consistent, effective teaching” it would “close the achievement gap.” It would achieve these goals by “producing 25,000 new, effective teachers by 2018.”

Not only was the Bush Foundation going to do all these things, but they would prove it with metrics. It contracted with an organization called the Value Added Research Center (VARC) to expand its Value Added Model (VAM) to track test scores of students who were taught by teachers graduated from one of its programs. The foundation, which paid VARC more than $2 million for its work, would use those test scores to rate the teachers ‘produced’ – even giving $1,000 bonuses to the programs for each ‘effective’ teacher.

10 years later: Fewer students in college, ‘achievement gap’ unchanged

By just about any measure the Teacher Effectiveness Initiative was a failure. Some of the top-line goals were missed by wide margins. The promise of 50% more college students in the tri-state area over the 10 years of the project? In reality, in Minnesota alone the number of post-secondary students enrolled actually dropped from almost 450,000 in 2009 to 421,000 in 2017 – a decline of about six percent.

Just one more example of the complete and utter failure of the hoax of “reform,” which was always about privatization and union-busting, not improving schools or helping students.

 

Categories Accountability, Corporate Reformers, Education Industry, Education Reform, Failure, Minneapolis, Minnesota, Teacher Education, Teacher Evaluations, Testing

Rob Levine: How Charters Kill Public Schools, the Example of Minneapolis

By dianeravitch
May 22, 2019 //
52

Rob Levine, a critic of Ed Deform, created a website called edhivemn.com that tracks funding of education reform orgs in MN –  and it has a feature called Charter School Scandals of the Day

Levine created a graphic to demonstrate the damage that charters do to public schools. He focuses on the charter schools in Minneapolis, which are well funded and highly segregated. Defenders of charters in Minneapolis actually think that racial and ethnic segregation is a good thing. They think that as long as families choose segregation, it is okay. George Wallace would have agreed with them.

The cycle of destruction begins as the districts loses students and money to charters. The district must cut programs and increase class sizes. When they cut programs and class sizes grow, they lose more students to charters. The cycle continues until the district shrivels to insignificance or disappears.

Rob writes:

Though specifics vary, across the nation charter schools are draining the students and finances of public school districts, creating distress in many. In Minneapolis, the Minneapolis Foundation is trying this very strategy with its created entity, Minnesota Comeback, whose goal is 30,000 new charter seats in the city.

Does the Minneapolis Foundation want to destroy public schools in Minneapolis? Look at its partners: all the same “reform” groups that are working with DeVos, the Waltons, and the Koch brothers.

Rob’s graphic shows that tens of millions spent by “Reformers” to disrupt and destroy public schools in Minneapolis.

Categories Accountability, Charter Schools, Corporate Reformers, Education Industry, Minneapolis, Minnesota, Privatization, Teach for America
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